Online_Brochure_Conf_2016_final

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Psychosocial support needs of adult head and neck cancer
survivors and their families: Health care professionals’
perspectives
Samuel Calder1,2, Lauren Breen2, Moira O'Connor2, Jade
Cartwright2,3, Vivian Tai4, Janet Beilby2
1. Department of Education, WA, Australia,
2. School of Psychology and Speech Pathology, Curtin University, WA, Australia,
3. Department of Audiology and Speech Pathology, The University of Melbourne, VIC, Australia,
4. Acute Care Service, Fiona Stanley Hospital, WA, Australia
T5 Paediatric language
Does the diagnosis of a SLI versus a non-SLI impact language
intervention outcomes?
Julia Starling, Natalie Munro, Leanne Togher
The University of Sydney, NSW, Australia
Investigating the clinical presentation of children with auditory
processing disorder
Kate Joyce, Ruth Braden, Kate Bridgman, Dani Tomlin
The University of Melbourne, VIC, Australia
Examining the personal narratives that adolescents tell
Adele Wallis
Department of Health, QLD, Australia
Making waves: Should we use the Renfrew Action Picture Test to
screen the oral language skills of foundation year students from
low socio economic backgrounds?
Maria Lennox1,2 , Marleen Westerveld2
1. Department of Education and Training, QLD, Australia,
2. Griffith University, QLD, Australia
Cuing techniques in expressive grammar treatment for children
with SLI: What works?
Karen Smith-Lock1,2 , Suze Leitao2
1. Macquarie University, NSW, Australia,
2. Curtin University, WA, Australia
12.30pm – 2.00pm
Lunch
12.45pm – 1.45pm
TL Supporting speech pathologists in rural and
remote Australia
Amanda O'Keefe
NT, Australia
Almost one third of all Australians live in rural and remote areas.
Delivering health care to this population comes with added
challenges as well as many rewards. There are a wide variety
of supports available for speech pathologists working outside
major cities. These include professional networks; access to a
variety of organisations; a number of scholarships; telehealth;
publications specifically for rural and remote health professionals;
and mentoring programs. Evidence indicates that professionals
are more likely to stay in a position when they feel supported. It
is therefore essential that speech pathologists working in rural
and remote Australia are aware of all of the resources available to
support them in their role.
The workshop will outline a variety of resources to support speech
pathologists working in rural and remote Australia. The workshop
will also explore the preferred method of establishing a support
network for rural and remote speech pathologists.
Strategies to enhance the experience of working as a speech
pathologist in rural and remote Australia will be discussed. The
workshop will conclude with development of an action plan; with
the goal being ongoing support for speech pathologists in rural and
remote Australia.
Introduction/Rationale
The objectives of the workshop are:
1. Participants will develop a list of resources available to
support their practice as a speech pathologist in a rural and/
or remote area of Australia
2. Participants will develop strategies to assist them when
working in an area with limited access to other speech
pathologists
3. Participants will establish a support network of other rural
and remote speech pathologists
4. Participants will suggest mechanisms for ongoing
communication with and development of the network
Objectives
The workshop will include a presentation, directed small group
conversations and facilitated whole group discussion.
Results or Practice Implications
The expected result is:
• a list of resources to support speech pathologists in rural and
remote Australia
• a connected network of rural and remote speech pathologists
and established communication methods
• an understanding of key concerns for speech pathologists
working in rural and remote Australia.
Conclusions
This workshop will provide immediate support to speech
pathologists working in rural and remote Australia and will also
enable the opportunity for ongoing support networks to be
established.
Attendance number: Unlimited
2.00pm – 3.30pm
T6 Clinical guidelines for speech pathologists
working in the area of students’ literacy (W)
Antonette Seiler3,9, Roslyn Neilson8, Marleen Westerveld4,
Tracey Rowe6, Melinda Schambre5, Rachael Furner6,7, Shae
Morrish 9,7, Kathryn Walmsley3, Emma Jones2, Suze Leitao3,
Pamela Snow1
1. La Trobe University, VIC, Australia,
2. Private Practice, NSW, Australia,
3. Curtin University, WA, Australia,
4. Griffith University, QLD, Australia,
5. Word By Mouth Pty Ltd, VIC, Australia,
6. Department of Education and Training, VIC, Australia,
7. The University of Melbourne, Vic, Australia,
8. Language, Speech and Literacy Services, NSW, Australia,
9. Private practice, VIC, Australia
This workshop discusses clinical guidelines for speech
pathologists working with students who have difficulty with
reading and associated difficulties with spelling and writing.
It is suitable for speech pathologists already working in
this field and for those contemplating doing so. Specific
background knowledge or experience is not required. Key
concepts that frame the discussion include oral language
competencies and its relationship to learning to read, the
Simple View of Reading, emergent literacy conventional
literacy, and the Response-to-Intervention model.
Conference Program Tuesday 17 May 2016
16
Session Full
Session Full